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Key Professional Appointments

ProfessorSpecial Education, University of Illinois , 2013 - present

Assistant ProfessorDepartment of Special Education, University of Illinois at Urbana-Champaign, 2001 - 2006

Project Coordinator/Co-Principal Investigator, Early Childhood Research Institute on Culturally and Linguistically Appropriate ServicesSpecial Education, University of Illinois at Urbana-Champaign, 1997 - 2001

Research & Service

Dr. Santos’s research focuses on young children with disabilities and their families within the context of early intervention and early childhood special education services (EI/ECSE). Specifically, she is interested in developing an understanding of the ecologic influence of families and culture on parents and professionals in facilitating young children’s development and learning. To this end, she has engaged in research activities in three interrelated areas designed to advance the current knowledge base in the field of EI/ECSE. Her first research area is building empirical knowledge on how parents and other family members facilitate children’s learning and development. Her second research area is focused on developing a foundational understanding of the role that culture and language play in young children’s development. Her third research area focuses on translating research to practice for professionals in early childhood settings. Through these research activities, she aims to make a positive impact on the lives of children with disabilities and their families by enhancing the practices of professionals who work directly with these children and families.

Since 1995, Dr. Santos has worked on several grant projects in various capacities. She is currently co-Principal investigator for an IES-funded project investigating the effects of father involvement on outcomes for children with disabilities, a Head Start-funded training and technical assistance project (National Center on Quality Teaching and Learning), a leadership grant focused on preparing EI/ECSE leaders and researchers, a personnel preparation grant focusing on training EI/ECSE personnel.

Dr. Santos is currently the Editor for Young Exceptional Children and serves on the editorial board for various research journals including Journal of Early Intervention and Topics in Early Childhood Special Education. Dr. Santos has authored numerous publications related to working with families of infants, toddlers, and preschoolers with disabilities. Dr. Santos is an active member of the Division for Early Childhood of the Council for Exceptional Children serving in various leadership roles for the Illinois subdivision and national DEC, most recently as president of DEC.

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Publications

Santos Gilbertz, R., Duran, L. (2014). When Good Intentions are Not Enough: Essentials for Effective Leaders and Educators in Building and Leading Culturally Responsive Schools and Programs. . Using Positive Behavioral Supports for Promoting School Success from Early Childhood to High School for Culturally and Linguistically Diverse Students: Practices and Policies: New York: Peter Lang Publishing Group, USA.

Jeans, L., Santos Gilbertz, R., Laxman, D., McBride, B., Dyer, W. (2014). Early Predictors of ASD in Young Children Using a Nationally Representative Data Set. . Journal of Early Intervention: , . link>

Meadan-Kaplansky, H., Ostrosky, M., Santos Gilbertz, R., Snodgrass, M. (2013). How can I help?: Prompting procedures to support children’s learning. . . Young Exceptional Children: , . link>

Jeans, L., Santos Gilbertz, R., Laxman, D., McBride, B., Dyer, W. (2013). Stress and Symptoms of Depression in Mothers of Young Children with Autism Spectrum Disorders, Using a Nationally Representative Dataset. Topics in Early Childhood Special Education. link>

Cheatham, G., Santos Gilbertz, R., Kerkutluoglu, A. (2012). Review of comparison studies investigating bilingualism and bilingual instruction for students with disabilities. . Focus on Exceptional Children.

Santos Gilbertz, R., Cheatham, G., Duran, L. (2012). Young Exceptional Children Monograph Series No. 14 on Supporting Young Dual Language Learners with Special Needs. . . Division for Early Childhood of the Council for Exceptional Children: Missoula, MT, USA.

Santos Gilbertz, R., Shaffer, L., Fettig, A. (2012). Helping families connect early literacy with social-emotional development. Young Children, 67(2), 88-93.

Duran, L., Cheatham, G., Santos Gilbertz, R. (2011). Assessing Dual Language Learners: Recommendations for Practice. Young Exceptional Children Monograph on Gathering Information to Make Informed Decisions: Contemporary Perspectives about Assessment in Early Intervention and Early Childhood Special Education. Division for Early Childhood of the Council for Exceptional Children: Missoula, MT, .

Santos Gilbertz, R., Ostrosky, M., Yates, T., Fettig, A., Cheatham, G., Shaffer, L. (2011). Practices in assessing young children's social-emotional competence: It's more than just completing a checklist. . Young Exceptional Children Monograph on Gathering Information to Make Informed Decisions: Contemporary Perspectives about Assessment in Early Intervention and Early Childhood Special Education. Division for Early Childhood of the Council for Exceptional Children: Missoula, MT, .

Cheatham, G., Santos Gilbertz, R. (2011). Collaborating with families from diverse cultural and linguistic backgrounds: Considering time and communication orientations. Young Children, 66(5), 76-84.

Santos Gilbertz, R., Chan, S. (2011). Developing cross-cultural competence: A guide for working with young children and their families . . Paul H. Brookes: Baltimore, MD, .

Santos Gilbertz, R., Ruppar, A., Jeans, L. (2011). Immersing Students in the Culture of Disability through Service Learning. Teacher Education in Special Education, 1(35), 49-63.

Mouzourou, C., Santos Gilbertz, R., Gaffney, J. (2011). At home with disability: Three generations of one family narrate Autism. International Journal of Qualitative Studies in Education, 24, 693-715.

Santos Gilbertz, R., Jeans, L., McCollum, J., Fettig, A., Quesenberry, A. (2010). Perspectives of roles during parent-child interactions of Filipino immigrant mothers. Early Child Care and Development. link>

Peterson, C., Fox, L., Santos Gilbertz, R. (2009). Young exceptional children [Monograph, Serial No. 11]. Quality Inclusive Services in a Diverse Society. . : , .

Yates, T., Ostrosky, M., Cheatham, G., Fettig, A., Shaffer, L., Santos Gilbertz, R. (2009). Research synthesis on screening and assessing social-emotional competence. . Center on the Social and Emotional Foundations for Early Learning, University of Illinois at Urbana-Champaign: , .

Cheatham, G., Santos Gilbertz, R. (2009). “Why won’t they just cooperate?” Understanding how cultural values impact how we team with families. Young Exceptional Children Monograph Series 11, Quality Inclusive Services in a Diverse Society, 107-121.

Cheatham, G., Santos Gilbertz, R., Armstrong, J. (2009). Y’all listenin’? Accessing children’s dialects in preschool. Young Exceptional Children, 12, 2-14.

Dyer, W., McBride, B., Santos Gilbertz, R., Jeans, L. (2009). A longitudinal examination of father involvement with children with developmental delays: Does timing of diagnosis matter? Journal of Early Intervention, 31, 265-281.

Hemmeter, M., Santos Gilbertz, R., Ostrosky, M. (2008). Preparing early childhood educators to address young children's social-emotional development and challenging behavior: A survey of higher education programs in nine states. Journal of Early Intervention, 30(4), 321-340.

Santos Gilbertz, R., McCollum, J. (2007). Perspectives of parent-child interaction in Filipino mothers of very young children with and without disabilities. Journal of Early Intervention, 29(3), 243-261.

Cheatham, G., Santos Gilbertz, R., Ro, Y. (2007). Home language acquisition and retention for young exceptional children. Young Exceptional Children, 11(1), 27-39.

Santos Gilbertz, R., Corso, R., Maude, S. (2006). Increasing meaningful participation of diverse constituents: Lessons learned from the CLAS experience. Multiple Voices, 9, 34-49.

Santos Gilbertz, R., Cheatham, G., Ostrosky, M. (2006). Enseñe me: Practical strategies for supporting the social and emotional development of young English language learners. Language Learner, 1(3), 5-9, 24.

Cheatham, G., Santos Gilbertz, R. (2005). A-B-C's of bridging home and school expectations for children and families of diverse backgrounds. Young Exceptional Children, 8(3), 3-11.

Sandall, S., McLean, M., Santos Gilbertz, R., Smith, B. (2005). DEC’s recommended practices: The context for change. DEC recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education. Sopris West: Longmont, CO, .

Ohtake, Y., Santos Gilbertz, R., Fowler, S. (2005). It's a three way conversation: Families, service providers and interpreters working together. . In Young Exceptional Children Monograph Series No. 6 on Interdisciplinary Teaming: , .

Santos Gilbertz, R., Corso, R., Rothenberg, D. (2005). Information training and technical assistance: A case study of the CLAS Institute Web site. The handbook of special education technology research and practice. Knowledge by Design: Whitefish Bay, WI, .

Hemmeter, M., Santos Gilbertz, R., Snyder, P., Hyson, M., Harris-Solomon, A., Bailey, D. (2005). Young children with, or at-risk for, developmental disabilities. National goals and research for people with intellectual and developmental disabilities. American Association on Mental Retardation: Washington, DC, .

Santos Gilbertz, R. (2004). Responsiveness to family cultures, values, and languages. . . The Council for Exceptional Children, Division for Early Childhood: Missoula, MT, .

Santos Gilbertz, R., Chan, S. (2004). Families with Pilipino roots. Developing cross-cultural competence: A guide for working with young children and their families. Brookes: Baltimore, .

Santos Gilbertz, R. (2004). Ensuring culturally and linguistically appropriate assessment of young children. Young Children, 59(1), 48-50.

Santos Gilbertz, R. (2004). Ensuring culturally and linguistically appropriate assessment of young children. . Spotlight on young children and assessment / National Association for the Education of Young Children: Washington, DC, .

Fowler, S., Santos Gilbertz, R., Corso, R. (2004). CLAS collection #1: Getting started: Culturally and linguistically appropriate screening, assessment and family information gathering. . . Sopris West: Longmont, CO, .

Corso, R., Fowler, S., Santos Gilbertz, R. (2004). CLAS collection #2: Building healthy relationships with families to support service utilization. . . Sopris West: Longmont, CO, .

Santos Gilbertz, R., Corso, R., Fowler, S. (2004). CLAS collection #3: Language and communication: Working with linguistically diverse families. . . Sopris West: Longmont, CO, .

Ohtake, Y., Fowler, S., Santos Gilbertz, R. (2004). Working with interpreters to plan early childhood services with bilingual and multilingual families. CLAS collection #3: Language and communication: Working with linguistically diverse families. Sopris West: Longmont, CO, .

Santos Gilbertz, R., Zhang, C. (2004). An individualized perspective of family support services: A review of the literature. CLAS collection #2: Building healthy relationships with families to support service utilization. Sopris West: Longmont, CO, .

Ostrosky, M., Santos Gilbertz, R. (2003). Understanding the impact of language differences on classroom behavior. . The Utah Special Educator Special Monograph on English Learners: Literacy and Achievement: , .

Santos Gilbertz, R. (2003). Ensuring culturally and linguistically appropriate assessment of young children. Young Children, 1(59), 48-50.

Banks, R., Roof, V., Santos Gilbertz, R. (2003). Discovering family concerns, priorities and resources: Sensitive family information gathering. Young Exceptional Children, 6(2), 11-19.

Corso, R., Santos Gilbertz, R., Roof, V. (2002). Adapting and evaluating early childhood education and early childhood special education materials at the community level. Teaching Exceptional Children, 34(3), 30-36.

Santos Gilbertz, R., Ostrosky, M. (2002). Understanding the impact of language differences on classroom behavior (What Works Briefs # 2). . . University of Illinois at Urbana-Champaign, Center on the Social and Emotional Foundations for Early Learning: Champaign, IL, .

Santos Gilbertz, R. (2002). DEC position statement on responsiveness to family cultures, values and languages. . . The Council for Exceptional Children, Division for Early Childhood: Arlington, VA, .

Santos Gilbertz, R., Lee, S., Valdivia, R., Zhang, C. (2001). Translating translations: Selecting and using translated early childhood materials. Teaching Exceptional Children, 34(2), 26-31.

Santos Gilbertz, R. (2001). Using what children know to teach them something new: Applying high-probability procedures at home and in the preschool classroom. Young Exceptional Children Monograph on Teaching Strategies (Serial No. 3).

Sandall, S., McLean, M., Santos Gilbertz, R., Smith, B. (2000). DEC’s new recommended practices: The context for change. DEC recommended practices in early intervention/early childhood special education. Sopris West: Longmont, CO, .

Santos Gilbertz, R., Lignugaris/Kraft, B. (1999). The effects of direct questions on preschool children’s responses to indirect requests. Journal of Behavioral Education, 9(3/4), 193-210.

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Grants

Principal InvestigatorEarly Intervention Training Program (EITP) at the University of Illinois, Illinois Department of Human Services, 2016

Co-Principal InvestigatorProject Blend, U.S. Department of Education, 2016

Co-Principal InvestigatorPreparing Relationship-based Early Intervention/Early Childhood Special Education Personnel (PREP), U.S. Department of Education, 2015

Co-Principal InvestigatorMen's Parenting Behaviors in Famlies of Children with Disabilities: Findings from the ECLS-B, Institute of Education Sciences, 2014

Principal InvestigatorHead Start Center on Quality Teaching and Learning, Health & Human Services (University of Washington), 2014

Senior PersonnelDELL-D Developing Early Language and Literacy in Danville, U.S. Department of Education, 2011

Principal InvestigatorPreparing Relationship-Based Early Intervention Personnel (PREP), U.S. Department of Education, 2010

Senior PersonnelCenter on the Social and Emotional Foundations for Early Learning (CSEFEL), U.S. Department of Health and Human Services, 2006

Senior PersonnelCenter for Evidence-Based Practice: Young Children with Challenging Behavior, U.S. Department of Education, 2006

Principal InvestigatorPerceptions of Immigrant Filipino Mothers' Interactions with Their Infants and Toddlers, Campus Research Board, 2004

Co-Principal InvestigatorEnhancing Pre-Service Teachers' Resource Family Experience, The Kay Meginnis Endowment for the Enhancement of Special Education Programs, 2004

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Courses

The Culture of Disability The purpose of this course is to provide an introduction to the culture of disability across the lifespan. The impact of disabilities on an individual across the lifespan will be explored, and the unique culture that is created by having a disability will be addressed. The historical basis for the disability movement and special education will be addressed, including legislation and litigation that has had a significant impact on the field. Students also will learn about the characteristics of individuals with diverse abilities as well as current trends in educational services.

Collaborating with Families The impact of children with special needs on their families; models for the study of family systems are applied to understanding families of children with special needs; emphasis on planning family-focused interventions and exploring strategies for working with parents in a variety of settings. Course Information: 3 or 4 undergraduate hours. 3 or 4 graduate hours. Prerequisite: Practicum experience or consent of instructor.

Curriculum and Methods in ECSE Introduction to the field of early childhood special education, including its history and major issues; instructional methods used in teaching and facilitating development in young children with disabilities are covered in depth. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: Concurrent registration in SPED 524 or consent of instructor.

Supervised Prac in SPED Supervised practice in one or more settings in which students with mild to severe disabilities are served; practicum settings may include day, residential, special, and regular schools which serve students with disabilities. Course Information: Additional fees may apply. See Class Schedule. Approved for S/U grading only. May be repeated in same or subsequent terms to a maximum of 8 hours. Prerequisite: Admission to the graduate program in special education; consent of supervising faculty member. Class Schedule Information: Student teaching fee required. A per hour fee will be charged. The fee is determined by the yearly total rate approved by the Board of Trustees.

Collaborative Leaders in SPED Course provides special educators and other professionals with skills and strategies to assume a leader/change agent role in their schools. Participants focus on effective leadership, collaborative practices, and innovative programs in special education that create unique learning environments, ultimately impacting all stakeholders (student with and without disabilities, teachers, families). Course readings, lectures, and activities address how leaders in the field affect change in special education through grant writing, professional development, and the implementation and evaluation of innovative programs and practices. Course Information: Prerequisite: SPED 426 or SPED 538 or equivalent.

Leadership in ECSE Program issues and research on the efficacy of various program models for young children with special needs from infancy to six; implications for program organization variables such as space, personnel roles, and curriculum Course Information: Prerequisite: SPED 465 and concurrent enrollment in SPED 524, or consent of instructor.

Individual Differences: B to 6 Examines major developmental themes in young children from birth to six. Emphasizes individual differences resulting from environmental and biological factors that influence development, including those resulting from disabilities. Focuses on integration among multiple domains of development. Course Information: Prerequisite: Graduate standing or consent of instructor.

Seminar for Advanced Students Seminar in the education of individuals with special needs; open only to persons who have been admitted for graduate study. Course Information: Additional fees may apply. See Class Schedule. Approved for letter and S/U grading. Class Schedule Information: Some sections may require additional course fees.

Concepts and Issues in SPED I Roles and competencies for special education leadership positions; includes literature critique, and preparation and presentation of a major review paper in an area of research interest. Course Information: Prerequisite: Admission to doctoral studies in Special Education or consent of instructor.

Rosa Milagros Santos Gilbertz

Professor, Special Education

Contact

Office

284D Education Building
1310 S. Sixth St.
Champaign, IL 61820